This is a descriptive-correlation study on the philosophical orientation of the campus directors and faculty members of the College of Community Resources Development south campuses and their respective demographic profiles and performance in instruction. The study involved 7 directors and 57 faculty members. Their respective students assessed their philosophical orientation as well as performance in instruction. The directors and faculty members likewise made a self-assessment of their philosophical orientation. Faculty members assessed themselves to be having eclectic, realistic, and existentialist philosophies. The students found that most of their faculty members are holding an existentialist philosophy. Using the paired-difference test, the study further revealed that there is no significant difference in the personal assessment of the faculty members of their philosophical orientation and that of students’ assessment. The students’ assessment of the faculty members’ philosophical orientation significantly relates to their performance in the areas of commitment and teaching for independent learning. Finally, the study revealed that the philosophical orientation of the faculty members is significantly related to the philosophical orientation of their director.